Hostname: page-component-848d4c4894-ttngx Total loading time: 0 Render date: 2024-05-27T15:59:11.738Z Has data issue: false hasContentIssue false
  • English
  • Français

Group versus individual format of intervention for aggressive children: Moderators and predictors of outcomes through 4 years after intervention

Published online by Cambridge University Press:  27 August 2019

John E. Lochman ,
Andrea L. Glenn ,
Nicole P. Powell ,
Caroline L. Boxmeyer ,
Chuong Bui ,
Francesca Kassing ,
Lixin Qu ,
Devon E. Romerro  and
Thomas Dishion
John E. Lochman*
Affiliation:
Department of Psychology, University of Alabama, Tuscaloosa, AL, USA
Andrea L. Glenn
Affiliation:
Department of Psychology, University of Alabama, Tuscaloosa, AL, USA
Nicole P. Powell
Affiliation:
Department of Psychology, University of Alabama, Tuscaloosa, AL, USA
Caroline L. Boxmeyer
Affiliation:
Department of Psychology, University of Alabama, Tuscaloosa, AL, USA
Chuong Bui
Affiliation:
Department of Psychology, University of Alabama, Tuscaloosa, AL, USA
Francesca Kassing
Affiliation:
Department of Psychology, University of Alabama, Tuscaloosa, AL, USA
Lixin Qu
Affiliation:
Carolina Population Center, University of North Carolina, Chapel Hill, NC, USA
Devon E. Romerro
Affiliation:
Department of Counseling, University of Texas, San Antonio, TX, USA
Thomas Dishion
Affiliation:
Department of Psychology, Arizona State University, Tempe, AZ, USA
*
Author for Correspondence: John Lochman, Box 870348, Department of Psychology, 505 Hackberry Lane, The University of Alabama, Tuscaloosa, AL 35487; E-mail: jlochman@ua.edu.
Get access Rights & Permissions [Opens in a new window]

Abstract

This study originated in collaboration with Thomas Dishion because of concerns that a group format for aggressive children might dampen the effects of cognitive-behavioral intervention. Three hundred sixty aggressive preadolescent children were screened through teacher and parent ratings. Schools were randomized to receive either an individual or a group format of the child component of the same evidence-based program. The results indicate that there is variability in how group-based cognitive-behavioral intervention can affect aggressive children through a long 4-year follow-up after the end of the intervention. Aggressive children who have higher skin conductance reactivity (potentially an indicator of poorer emotion regulation) and who have a variant of the oxytocin receptor gene that may be associated with being hyperinvolved in social bonding have better outcomes in their teacher-rated externalizing behavior outcomes over time if they were seen individually rather than in groups. Analyses also indicated that higher levels of the group leaders’ clinical skills predicted reduced externalizing behavior problems. Implications for group versus individual format of cognitive-behavioral interventions for aggressive children, and for intensive training for group therapists, informed by these results, are discussed.

Keywords

aggressioncognitive-behavioral interventiondeviant peersgroup formatpreadolescent
Type
Special Issue Articles
Information
Development and Psychopathology , Volume 31 , Special Issue 5: Honoring the Contributions and Legacy of Thomas Dishion , December 2019 , pp. 1757 - 1775
Copyright
Copyright © Cambridge University Press 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Albert, D., Belsky, D. W., Crowley, D. M., Latendresse, S. J., Aliev, F., Riley, B., … Dodge, K. R. (2015). Can genetics predict response to complex behavioral interventions? Evidence from a genetic analysis of the Fast Track randomized control trial. Journal of Policy Analysis and Management, 34, 497–518.Google Scholar
Almirall, D., Nahum-Shani, I., Sherwood, N. E., & Murphy, S. A. (2014). Introduction to SMART designs for the development of adaptive interventions: With applications to weight loss research. Translational Behavioral Medicine, 4, 260–274.Google Scholar
Andari, E., Duhamel, J.-R., Zalla, T., Herbrecht, E., Leboyer, M., & Sirigu, A. (2010). Promoting social behavior with oxytocin in high-functioning autism spectrum disorders. Proceedings of the National Academy of Sciences, 107, 4389–4394.Google Scholar
Armstrong, T., Wells, J., Boisvert, D. L., Lewis, R. L., Cooke, E. M., Woeckener, M., & Kavish, N. (2019). Skin conductance, heart rate and aggressive type. Biological Psychiatry, 141, 44–51.Google Scholar
Arnold, M. E., & Hughes, J. N. (1999). First do no harm: Adverse effects of grouping deviant youth for skills training. Journal of School Psychology, 37, 99–115.Google Scholar
Barth, J. M., Dunlap, S. T., Dane, H., Lochman, J. E., & Wells, K. C. (2004). Classroom environment influences on aggression, peer relations, and academic focus. Journal of School Psychology, 42, 115–133.Google Scholar
Beauchaine, T. P. (2001). Vagal tone, development, and Gray's motivational theory: Toward an integrated model of autonomic nervous system functioning in psychopathology. Development and Psychopathology, 13, 183–214.Google Scholar
Beauchaine, T. P. (2015). Respiratory sinus arrhythmia: A transdiagnostic biomarker of emotion dysregulation and psychopathology. Current Opinion in Psychology, 3, 43–47.Google Scholar
Beauchaine, T. P., Gatzke-Kopp, L., & Mead, H. K. (2007). Polyvagal theory and developmental psychopathology: Emotion dysregulation and conduct problems from preschool to adolescence. Biological Psychology, 74, 174–184.Google Scholar
Bechara, A., Damasio, A. R., Damasio, H., & Anderson, S. W. (1994). Insensitivity to future consequences following damage to human prefrontal cortex. Cognition, 50, 7–15.Google Scholar
Beitchman, J. H., Zai, C. C., Muir, K., Berall, L., Nowrouzi, B., Choi, E., & Kennedy, J. L. (2012). Childhood aggression, callous-unemotional traits and oxytocin genes. European Child & Adolescent Psychiatry, 21, 125–132.Google Scholar
Bickel, W. K., Jarmolowicz, D. P., Mueller, E. T., Gatchalian, K. M., & McClure, S. M. (2012). Are executive function and impulsivity antipodes? A conceptual reconstruction with special reference to addiction. Psychopharmacology, 221, 361–387.Google Scholar
Boucsein, W. (2011). Electrodermal activity. New York: Springer.Google Scholar
Boxmeyer, C., Miller, S., Henkin, H., Romero, D., Bishiop, H., Lochman, J., & Williams, J. (November, 2018). Effects of leader mindfulness in a randomized trial of Mindful Coping Power. Paper presentation at the 2018 International Symposium for Contemplative Research, Phoenix, AZ.Google Scholar
Bubier, J. L., Drabick, D. G., & Breiner, T. (2009). Autonomic functioning moderates the relations between contextual factors and externalizing behaviors among inner-city children. Journal of Family Psychology, 23, 500–510.Google Scholar
Cacioppo, J. T., Tassinary, L. G., & Berntson, G. G. (2007). Handbook of psychophysiology (3rd ed.). New York: Cambridge University Press.Google Scholar
Chapman, C. L., Baker, E. L., Porter, G., Thayer, S. D., & Burlingame, G. M. (2010). Rating group therapist interventions: The validation of the Group Psychotherapy Intervention Rating Scale. Group Dynamics: Theory, Research, and Practice, 14, 15–31.Google Scholar
Coie, J. D., Terry, R., Zakriski, A., & Lochman, J. E. (1995). Early adolescent social influences on delinquent behavior. In McCord, J. (Ed.), Coercion and punishment in long-term perspectives (pp. 229–244). New York: Cambridge University Press.Google Scholar
Damiano, C. R., Aloi, J., Dunlap, K., Burrus, C. J., Mosner, M. G., Kozink, R. V., … Dichter, G. S. (2014). Association between the oxytocin receptor (OXTR) gene and mesolimbic responses to rewards. Molecular Autism, 5, 7.Google Scholar
Denver, J. W., Reed, S. F., & Porges, S. W. (2007). Methodological issues in the quantification of respiratory sinus arrhythmia. Biological Psychology, 74, 286–294.Google Scholar
Dishion, T. J., & Andrews, D. W. (1995). Preventing escalation in problem behaviors with high-risk young adolescents: Immediate and 1-year outcomes. Journal of Consulting and Clinical Psychology, 63, 538–548.Google Scholar
Dishion, T. J., & Dodge, K. A. (2006). Deviant peer contagion in interventions and programs: An ecological framework for understanding influence mechanisms. In Dodge, K. A., Dishion, T. J., & Lansford, J. E. (Eds.), Deviant peer influences in programs for youth: Problems and solutions (pp. 14–43). New York: Guilford Press.Google Scholar
Dishion, T. J., McCord, J., & Poulin, F. (1999). When interventions harm: Peer groups and problem behavior. American Psychologist, 54, 755–764.Google Scholar
Dishion, T. J., & Patterson, G. R. (2006). The development and ecology of antisocial behavior. In Cicchetti, D. & Cohen, D. J. (Eds.), Developmental psychopathology: Vol. 3. Risk, disorder, and adaptation (2nd ed., pp. 503–541). Hoboken, NJ: Wiley.Google Scholar
Dishion, T. J., Poulin, F., & Burraston, B. (2001). Peer group dynamics associated with iatrogenic effect in group interventions with high-risk young adolescents. New Directions for Child and Adolescent Development, 91, 79–92.Google Scholar
Dishion, T. J., & Tipsord, J. M. (2011). Peer contagion in child and adolescent social and emotional development. Annual Review of Psychology, 62, 189–214.Google Scholar
Dodge, K. A., Dishion, T. J., & Lansford, J. E. (2006). Deviant peer influences in programs for youth: Problems and solutions. New York: Guilford Press.Google Scholar
Dodge, K. A., Lochman, J. E., Harnish, J. D., Bates, J. E., & Pettit, G. S. (1997). Reactive and proactive aggression in school children and psychiatrically impaired chronically assaultive youth. Journal of Abnormal Psychology, 106, 37–51.Google Scholar
Doyle, A., Ostrander, R., Skare, S., Crosby, R. D., & August, G. J. (1997). Convergent and criterion-related validity of the behavior assessment system for children-parent rating scale. Journal of Clinical Child Psychology, 26, 276–284.Google Scholar
Dozier, M., Cue, K., & Barnett, L. (1994). Clinicians as caregivers: Role of attachment organization in treatment. Journal of Consulting and Clinical Psychology, 62, 793–800.Google Scholar
El-Sheikh, M., Hinnant, J. B., & Erath, S. (2011). Developmental trajectories of delinquency symptoms in childhood: The role of marital conflict and autonomic nervous system activity. Journal of Abnormal Psychology, 120, 16–32.Google Scholar
Ellis, M. L., Lindsey, M., Barker, E. D., Boxmeyer, C. L., & Lochman, J. E. (2013). Predictors of engagement in a school-based family preventive intervention for youth experiencing behavioral difficulties. Prevention Science, 14, 457–467.Google Scholar
Fairburn, C. G., & Cooper, Z. (2011). Therapist competence, therapy quality, and therapist training. Behavior Research and Therapy, 49, 373–378.Google Scholar
Flannery-Schroeder, E. C., & Kendall, P. C. (2000). Group and individual cognitive-behavioral treatments for youth with anxiety disorders: A randomized clinical trial. Cognitive Therapy and Research, 24, 251–278.Google Scholar
Follette, W. C., Naugle, A. E., & Callaghan, G. M. (1996). A radical behavioral understanding of the therapeutic relationship in effecting change. Behavior Therapy, 27, 623–641.Google Scholar
Gatzke-Kopp, L. M., Greenberg, M., & Bierman, K. (2015). Children's parasympathetic reactivity to specific emotions moderates response to intervention for early-onset aggression. Journal of Clinical Child and Adolescent Psychology, 44, 291–304.Google Scholar
Gazelle, H., & Druhen, M. J. (2009). Anxious solitude and peer exclusion predict social helplessness, upset affect, and vagal regulation in response to behavioral rejection by a friend. Developmental Psychology, 45, 1077–1096.Google Scholar
Glenn, A. L., Lochman, J. E., Dishion, T., Powell, N. P., Boxmeyer, C., Kassing, F., … Romero, D. (2019). Toward tailored interventions: Sympathetic and parasympathetic functioning predicts responses to an intervention for conduct problems delivered in two formats. Prevention Science, 20, 30–40.Google Scholar
Glenn, A. L., Lochman, J. E., Dishion, T., Powell, N. P., Boxmeyer, C., & Qu, L. (2018). Oxytocin receptor gene variant interacts with intervention delivery format in predicting intervention outcomes for youth with conduct problems. Prevention Science, 19, 38–48.Google Scholar
Gordon, I., Martin, C., Feldman, R., & Leckman, J. F. (2011). Oxytocin and social motivation. Developmental Cognitive Neuroscience, 1, 471–493.Google Scholar
Guastella, A. J., Einfeld, S. L., Gray, K. M., Rinehart, N. J., Tonge, B. J., Lambert, T. J., & Hickie, I. B. (2010). Intranasal oxytocin improves emotion recognition for youth with autism spectrum disorders. Biological Psychiatry, 67, 692–694.Google Scholar
Helander, M., Lochman, J., Högström, J., Ljòtsson, B., Hellner, C., & Enebrink, P. (2018). The effect of adding Coping Power Program-Sweden to Parent Management Training—Effects and moderators in a randomized controlled trial. Behavior Research and Therapy, 103, 43–52.Google Scholar
Hill, L. G., Lochman, J. E., Coie, J. D., Greenberg, M. T., & Conduct Problems Prevention Research Group. (2004). Effectiveness of early screening for externalizing problems: Issues of screening accuracy and utility. Journal of Consulting and Clinical Psychology, 72, 809–820.Google Scholar
Hinnant, J. B., & Forman-Alberti, A. B. (2018). Deviant peer behavior and adolescent delinquency: Protective effects of inhibitory control, planning, or decision-making? Journal of Research on Adolescence. Advance online publication. doi:10.1111/jora.12405Google Scholar
Jimenez-Camargo, L. A., Lochman, J. E., & Sellbom, M. (2017). Externalizing behavior in at-risk preadolescents: Relationships among effortful control, affective experiences, and autonomic psychophysiology. Journal of Psychopathology and Behavioral Assessment, 39, 383–395.Google Scholar
Kassing, F., Lochman, J. E., & Glenn, A. (2018). Autonomic functioning in reactive versus proactive aggression: The influential role of inconsistent parenting. Aggressive Behavior, 44, 524–536.Google Scholar
La Greca, A. M., Silverman, W. K., & Lochman, J. E. (2009). Moving beyond efficacy and effectiveness: Factors influencing the outcome of evidence-based psychological interventions with children and adolescents. Journal of Consulting and Clinical Psychology, 77, 373–382.Google Scholar
Lavallee, K. L., Bierman, K. L., Nix, R. L., & Conduct Problem Prevention Research Group. (2005). The impact of first grade “Friendship Group” experiences on child social outcomes in the Fast Track program. Journal of Abnormal Child Psychology, 33, 307–324.Google Scholar
Lewis, G. F., Furman, S. A., McCool, M. F., & Porges, S. W. (2012). Statistical strategies to quantify respiratory sinus arrhythmia: Are commonly used metrics equivalent? Biological Psychology, 89, 349–364.Google Scholar
Lindsey, M. A., Romanelli, M., Ellis, M. L., Barker, E. D., Boxmeyer, C. L., & Lochman, J. E. (in press). The influence of treatment engagement on positive outcomes in the context of a school-based intervention for students with externalizing behavior problems. Journal of Abnormal Child Psychology.Google Scholar
Lochman, J. E., Baden, R. E., Boxmeyer, C. L., Powell, N. P., Qu, L., Salekin, K. L., & Windle, M. (2014). Does a booster intervention augment the preventive effects of an abbreviated version of the Coping Power Program for aggressive children? Journal of Abnormal Child Psychology, 42, 367–381.Google Scholar
Lochman, J. E., Boxmeyer, C. L., Jones, S., Qu, L., Ewoldsen, D., & Nelson, W. M. III (2017). Testing the feasibility of a briefer school-based preventive intervention with aggressive children: A hybrid intervention with face-to-face and internet components. Journal of School Psychology, 62, 33–50.Google Scholar
Lochman, J. E., Boxmeyer, C., Powell, N., Qu, L., Wells, K., & Windle, M. (2009). Dissemination of the Coping Power Program: Importance of intensity of counselor training. Journal of Consulting and Clinical Psychology, 77, 397–409.Google Scholar
Lochman, J. E., Boxmeyer, C. L., Powell, N. P., Qu, L., Wells, K., & Windle, M. (2012). Coping Power dissemination study: Intervention and special education effects on academic outcomes. Behavioral Disorders, 37, 192–205.Google Scholar
Lochman, J. E., Dishion, T. J., Boxmeyer, C. L., Powell, N. P., & Qu, L. (2017). Variations in response to evidence-based group preventive intervention for disruptive behavior problems: A view from 938 Coping Power sessions. Journal of Abnormal Child Psychology, 45, 1271–1284.Google Scholar
Lochman, J. E., Dishion, T. J., Powell, N. P., Boxmeyer, C. L., Qu, L., & Sallee, M. (2015). Evidence-based preventive intervention for preadolescent aggressive children: One-year outcomes following randomization to group versus individual delivery. Journal of Consulting and Clinical Psychology, 83, 728–735.Google Scholar
Lochman, J. E., Powell, N. P., Boxmeyer, C. L., Qu, L., Sallee, M., Wells, K. C., & Windle, M. (2015). Counselor-level predictors of sustained use of an indicated preventive intervention for aggressive children. Prevention Science, 16, 1075–1085.Google Scholar
Lochman, J. E., Powell, N., Boxmeyer, C., Qu, L., Wells, K., & Windle, M. (2009). Implementation of a school-based prevention program: Effects of counselor and school characteristics. Professional Psychology: Research and Practice, 40, 476–497.Google Scholar
Lochman, J. E., & Wells, K. C. (2002). Contextual social-cognitive mediators and child outcome: A test of the theoretical model in the Coping Power Program. Development and Psychopathology, 14, 971–993.Google Scholar
Lochman, J. E., & Wells, K. C. (2003). Effectiveness study of Coping Power and classroom intervention with aggressive children: Outcomes at a one-year follow-up. Behavior Therapy, 34, 493–515.Google Scholar
Lochman, J. E., & Wells, K. C. (2004). The Coping Power program for preadolescent aggressive boys and their parents: Outcome effects at the one-year follow-up. Journal of Consulting and Clinical Psychology, 72, 571–578.Google Scholar
Lochman, J. E., Wells, K., & Lenhart, L. (2008). Coping power: Child group facilitator's guide. New York: Oxford University Press.Google Scholar
Lochman, J. E., Wells, K. C., Qu, L., & Chen, L. (2013). Three year follow-up of Coping Power intervention effects: Evidence of neighborhood moderation? Prevention Science, 14, 364–376.Google Scholar
Ludmer, J. A., Sanches, M., Propp, L., & Andrade, B. F. (2018). Comparing the multicomponent Coping Power program to individualized parent-child treatment for improving the parenting efficacy and satisfaction of parents of children with conduct problems. Child Psychiatry and Human Development, 49, 100–108.Google Scholar
Mager, W., Milich, R., Harris, M. J., & Howard, A. (2005). Intervention groups for adolescents with conduct problems: Is aggregation harmful or helpful? Journal of Abnormal Child Psychology, 33, 349–362.Google Scholar
Magnusson, K., Andersson, G., & Carlbring, P. (2018). The consequences of ignoring therapist effects in trials with longitutdinal data: A simulation study. Journal of Consulting and Clinical Psychology, 86, 711–725.Google Scholar
McCord, J. (1981). Consideration of some effects of a counseling program. In Martin, S. E., Sechrest, L. B., & Redner, R. (Eds.), New directions in the rehabilitation of criminal offenders (pp. 394–405). Washington, DC: National Academy of SciencesGoogle Scholar
McCord, J. (1992). The Cambridge-Somerville Study: A pioneering longitudinal-experimental study of delinquency prevention. In McCord, J. & Tremblay, R. E. (Eds.), Preventing antisocial behavior: Interventions from birth through adolescence (pp. 196–206). New York: Guilford Press.Google Scholar
Meade, E. B., Dozier, M., & Beard, K. (2014). Using video feedback as a tool in training parent coaches: Promising results from a single-subject design. Attachment and Human Behavior, 16, 356–370.Google Scholar
Mitchell, Q. P., Younginer, S. T., Lochman, J. E., Vernberg, E. M., Powell, N. P., & Qu, L. (2019). Examining for the protective effects of therapeutic engagement on child aggression. Unpublished manuscript, University of Montevallo.Google Scholar
Muñoz, L. C., & Anastassiou-Hadjicharalambous, X. (2011). Disinhibited behaviors in young children: Relations with impulsivity and autonomic psychophysiology. Biological Psychology, 86, 349–359Google Scholar
Muratori, P., Milone, A., Levantini, V., Ruglioni, R., Lambruschi, F., Pisano, S., … Lochman, J. E. (in press). Six-year outcome for children with ODD or CD treated with Coping Power Program. Psychiatry Research.Google Scholar
Muratori, P., Milone, A., Manfredi, A., Polidori, L., Ruglioni, L., Lambruschi, F., … Lochman, J. E. (2017). Evaluation of improvement in externalizing behaviors and callous-unemotional traits in children with Disruptive Behavior Disorder: A 1-year follow up clinic-based study. Administration and Policy in Mental Health and Mental Health Services Research, 44, 452–462.Google Scholar
Muratori, P., Polidori, L., Chiodo, S., Dovigo, V., Mascarucci, M., Milone, A., … Lochman, J. E. (2017). A pilot study implementing Coping Power in Italian community hospitals: Effect of therapist attachment style on outcomes in children. Journal of Child and Family Studies, 26, 3093–3101.Google Scholar
Murray-Close, D., Holterman, L. A., Bresland, N. L., & Sullivan, A. (2017). Psychophysiology of proactive and relational aggression. Biological Psychology, 130, 77–85.Google Scholar
Mushtaq, A., Lochman, J. E., Tariq, P. N., & Sabih, F. (2017). Preliminary effectiveness study of Coping Power program for aggressive children in Pakistan. Prevention Science, 18, 762–771.Google Scholar
Ormhaug, S. M., Jensen, T. K., Wentzel-Larsen, T., & Shirk, S. R. (2014). The therapeutic alliance in treatment of traumatized youths: Relation to outcome in a randomized clinical trial. Journal of Consulting and Clinical Psychology, 82, 52–64.Google Scholar
Pardini, D., Lochman, J., & Wells, K. (2004). Negative emotions and alcohol use initiation in high-risk boys: The moderating effect of good inhibitory control. Journal of Abnormal Child Psychology, 32, 505–518.Google Scholar
Pavio, S. C. (2013). Essential processes in emotion-focused therapy. Psychotherapy, 50, 341–345.Google Scholar
Porges, S. W. (1995). Orienting in a defensive world: Mammalian modifications of our evolutionary heritage: A polyvagal theory. Psychophysiology, 32, 301–318.Google Scholar
Porges, S. W. (2007). Inter-beat interval editing for heart period variability analysis: An integrated training program with standards for student reliability assessment. Chicago, IL: Brain-Body Center at the University of Illinois at Chicago.Google Scholar
Posthumus, J. A., Böcker, K. E., Raaijmakers, M. J., Van Engeland, H. H., & Matthys, W. W. (2009). Heart rate and skin conductance in four-year-old children with aggressive behavior. Biological Psychology, 82, 164–168.Google Scholar
Poulin, F., Dishion, T. J., & Burraston, B. (2001). 3-year iatrogenic effects associated with aggregating high-risk adolescents in cognitive-behavioral interventions. Applied Developmental Science, 5, 214–224.Google Scholar
Price, J., Drabick, D. A. G., & Ridenour, T. A. (2019). Association with deviant peers across adolescence: Subtypes, developmental patterns, and long-term outcomes. Journal of Clinical Child and Adolescent Psychology, 48, 238–249.Google Scholar
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Newbury Park, CA: Sage.Google Scholar
Reynolds, C. R., & Kamphaus, R. W. (1992). Behavior assessment system for children (basc). Circle Pines, MN: American Guidance Service.Google Scholar
Roben, C. K. P., Dozier, M., Caron, E. B., & Bernard, K. (2017). Moving an evidence-based parenting program into the community. Child Development, 88, 1447–1452.Google Scholar
Rothbart, M. K., Ellis, L. K., Rueda, M. R., & Posner, M. I. (2003). Developing mechanisms of temperamental effortful control. Journal of Personality, 71, 1113–1143.Google Scholar
Schatz, D. B., & Rostain, A. L. (2006). ADHD woth comorbid anxiety: A review of the literature. Journal of Attention Disorders, 10, 141–149.Google Scholar
Stewart, J. L., Christner, R. W., & Freeman, A. (2007). An introduction to cognitive-behavior group therapy with youth. In Christner, R. W., Stewart, J. L., & Freeman, A. (Eds.), Cognitive-behavior group therapy with children and adolescents (pp. 3–21). New York: Routledge.Google Scholar
Stormshak, E. A., Bierman, K. L., McMahon, R. J., Lengua, L. J., & Conduct Problems Prevention Research Group. (2000). Parenting practices and child disruptive behavior problems in early elementary school. Journal of Clinical Child Psychology, 29, 17–29.Google Scholar
Thornberry, T. P., & Krohn, M. D. (1997). Peers, drug use, and delinquency. In Stoff, D. M., Breiling, J., & Maser, J. D. (Eds.), Handbook of antisocial behavior (pp. 218–233). New York: Wiley.Google Scholar
Tremblay, R. E., Masse, L. C., Vitaro, F., & Dobkin, P. L. (1995). The impact of friends’ deviant behavior on early onset delinquency: Longitudinal data from 6 to 13 years of age. Development and Psychopathology, 7, 649–667.Google Scholar
Vasilev, C. A., Crowell, S. E., Beauchaine, T. P., Mead, H. K., & Gatzke-Kopp, L. M. (2009). Correspondence between physiological and self-report measures of emotion dysregulation: A longitudinal investigation of youth with and without psychopathology. Journal of Child Psychology and Psychiatry, 50, 1357–1364.Google Scholar
Venables, P. H., & Christie, M. J. (1973). Mechanisms, instrumentation, recording techniques, and quantification of responses. In Prokasy, W. F. & Raskin, D. C. (Eds.), Electrodermal activity in psychological research. New York: Academic.Google Scholar
Weiss, B., Caron, A., Ball, S., Tapp, J., Johnson, M., & Weisz, J. R. (2005). Iatrogenic effects of group treatment for antisocial youths. Journal of Consulting and Clinical Psychology, 73, 1036–1044.Google Scholar
Weisz, J. R., & Kazdin, A. E. (2010). Evidence-based psychotherapies for children and adolescents (2nd ed.). New York: Guilford Press.Google Scholar
Zonnevylle-Bender, M. J. S., Matthys, W., van de Wiel, N. M. H., & Lochman, J. (2007). Preventive effects of treatment of DBD in middle childhood on substance use and delinquent behavior. Journal of the American Academy of Child & Adolescent Psychiatry, 46, 33–39.Google Scholar